Can Team-Based Learning (TBL) Be Used to Deliver Postgraduate Education in Transfusion Medicine for UK Physicians?

Abstract

Background There is global need for evidence-based methodologies to effectively deliver transfusion training. This research critically assesses both efficacy and the practicalities of introducing team-based learning (TBL) to deliver transfusion medicine education to UK postgraduate doctors (residency equivalence). Study Design and Methods One TBL orientation session and three transfusion medicine sessions, mapped to the 2012 Foundation Programme curriculum, were designed adhering to TBL principles. These were delivered by one tutor during 'compulsory' (except rota commitments and leave) educational sessions. Team continuity plus trainee reaction, knowledge acquisition and behaviour were evaluated. Results Forty-eight doctors received a mean 2.5 TBL sessions. Five teams were developed with average team membership of 5.85 doctors per session. Overall team continuity (total team members attending/potential team members × 100) was 65% over the four sessions. Qualitative and quantitative trainee reaction to TBL was positive. Objective knowledge acquisition showed improved team knowledge over individual knowledge. Mean team readiness assurance testing (RAT) score exceeded maximum individual RAT score in 90% of cases. Subjective knowledge acquisition significantly improved, although confidence concerning prescribing declined. The reported time spent preparing for sessions correlated with enjoyment, subjective knowledge gain and clinical confidence. Preparation time was reported as 'adequate' or 'excellent' in 86% of anonymous feedback. Conclusion TBL is an enjoyable and effective approach to deliver transfusion education to doctors, particularly when preparation is adequate. Team continuity is poor despite 'compulsory' education sessions. This must be considered when designing and delivering TBL sessions in the UK postgraduate medical setting.

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“…Quality materials help learners to think critically throughout the learning process. McMullen [5], Travis [6] and Graham [7] shared the same idea on the importance of targeted learning materials. They emphasized that ensuring the constructive alignment between ELOs, assessments, and learning materials is a prerequisite to success in TBL-PGT.…”

“…Learners' discrepancies include discipline, performance and experience. Graham found that the team after-class continuity was poor, but she did not adequately explain potential hidden causes [7]. Learners' discrepancies include discipline, performance and experience.…”

“…She demonstrated that TBL is effective and enjoyable. She also mentioned that preparation should be adequate, and team continuity is poor despite 'compulsory' education sessions [7].…”

“…In brief, these five authors agreed that TBL could be part of a residency and/or post-graduate training program. On the other hand, McMullen, Graham and Xue shared that appropriate adaptations are the key to implementing TBL in PGT [5], [7,8].…”

“…In her research, Graham demonstrated that PGT-APPs did not reach the same degrees of effectiveness throughout different abilities [7]. UMP's experiential TBL-PGT suggested that the PGT-APP should focus on initial acquisitions rather than advanced competencies.…”